Teaching Languages to Students with Specific Learning Differences by Kormos, Judit -- Read -- Imperial Library of Trantor

Index

Coverpage Titlepage Copyright Dedication Contents Preface 1: Views of Disability in Education

Introduction The interaction between language and thought Models of disability reflected in discourses

A medical discourse A legal discourse A discourse of social construction Discourses of disability in educational settings Inclusive discourses of disability

Labelling and self-identification Challenging dominant discourses

Summary of key points Activities Recommended reading

2: What Is Dyslexia?

Introduction A historical overview of dyslexia research Definitions of dyslexia Basic learning mechanisms Reading processes and learning to read Behavioural manifestations and cognitive correlates of dyslexia Cognitive and neurological explanations of dyslexia

Summary of key points Activities Further reading

3: Associated Learning Differences

Introduction Specific Language Impairment Dyspraxia Dyscalculia Attention deficit and hyperactivity disorder Asperger's Syndrome

Summary of key points Activities Further reading:

4: Cognitive and Emotional Aspects of Language Learning

Introduction What processes are involved in language learning?

Cognitive abilities in language learning Affective factors in language learning

An overview of the language learning difficulties of students with an SpLD

Vocabulary learning Acquisition of grammar Reading in L2 Writing in L2 Producing and understanding oral texts

Towards success in language learning

Summary of key points Activities Further reading

5: Identification and Disclosure

Introduction Identification

Observation Screening Formal Identification

Assessment in a second language context Disclosure

Disclosing assessment findings to the student Passing on information to class teachers and external bodies Sharing information with family Disclosing to peers

Student disclosure to an institution

Summary of key points Activities Further reading

6: Accommodating Differences

Introduction Environment

Light, temperature and volume Furniture Equipment Materials

Curriculum

Organization of subject matter Classroom tasks and assessments Differentiation

Communication

Instructions Feedback Self-esteem

Classroom management

Grouping Routine Pace

Developing learning skills

Study skills Metacognitive thinking skills Summary of key points Activities Further reading

7: Techniques for Language Teaching

Introduction Multi-sensory teaching methods

Teaching the sound and spelling system of the L2 Teaching vocabulary Teaching grammar Teaching reading Teaching listening Teaching speaking Teaching writing Summary of key points Activities Further reading

8: Assessment

Introduction Overview of key constructs in language assessment

Validity and fairness

Accommodations and modifications

Types of accommodations and selecting accommodations Accommodations and modifications in high-stakes language proficiency tests

Classroom-based assessment

The purpose of evaluation Planning the assessment Types of assessment tasks Collecting and analysing information Summary of key points Activities Further reading

9: Transition and Progression

Introduction Factors that cause stress in transition

Environmental and physical transitions Academic and cognitive challenges of transition Social demands of transition Psychological transitions

Strategies that students and their families can implement Strategies that the existing institution can implement

Developing personal qualities and academic skills Good communication Independence Career advice

What receiving institutions can do to facilitate transition

Phased in transition Reassessment of support requirements Information

Moving on to employment Conclusion

Summary of key points Activities Further reading

Appendices

Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6

References Index

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